O ensino da humanização: um estudo em cursos da área da saúde

• Ano de defesa: 2013
• Autor(a) principal: Angel, Ana Flavia da Costa Nobre [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: humanization; political pedagogical project; humanistic education; education in health; national policy of humanization; sistema único de saúde; educação permanente em saúde; estratégia de saúde da família; formação profissional em saúde
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=862940; https://repositorio.unifesp.br/handle/11600/47009

The teaching of humanization permeates discussions in the field of training health professionals, mainly based on the National Curriculum Guidelines in which the egress´s profile includes the humanistic education. The aim of this study was to analyze how the theme of humanization is approached in undergraduate courses in health, at the Federal University of Acre – UFAC. The specific objectives tried to characterize the teaching on the humanization ( curricular integration , dynamic activities , workload and academic staff ) based on the political-pedagogical project - PPP and to map the concepts of humanization that permeate the undergraduate courses of the UFAC , from the coordinators and teachers „point of view. A qualitative approach was used to develop this research and data collection was performed in two moments: documentary analysis of the politicalpedagogical projects of the courses and semi-structured interviews with four coordinators and ten teachers, after approval by the Federal University Research Ethics Committee of São Paulo. It was not possible to confirm in the documentary analysis process, the dispersion and plurality of conceptions present in the humanization of healthcare courses, specifically in UFAC. However, the interviews showed that concepts are markedly based on the teaching experience, whose theoretical and conceptual frameworks define how and when to work the theme of humanization. When addressing their integration and how it is handled in the discipline, a traditional teaching, focused on technique and procedures, in which humanization is theoretically addressed and unrelated to the other disciplines. The interviewed teachers and authors emphasize the transversal proposal of this teaching and the need of including active learning methodologies; besides the changes in the teacher / student relationship and the necessity to approach the university with health services. In relation to humanizing conceptions, the following categories were identified : acceptance, respect for others, without imposing the scientific knowledge , personal and family life dimension , ethics and trust relationship constituted by and in human actions and in the humanistic formation. Regarding humanistic formation the following categories were found: acceptance, institutional polices and personal movements, holistic approach and essential relationship. Regarding the orienting nucleus, national policy of humanization and health training, most of the subjects mentioned lack of knowledge related to the policies. They indicated as challenges :the rupture with the work-centered methods and procedures, placing emphasis on attitudes, change in the curriculum, besides the need to invest in teaching training processes through different methodological strategies. Humanization not as specific discipline/class but as a transversal theme that permeates all disciplines, at different moments. It was possible to identify the benchmarks provided by the educational policies, especially the guidelines established by the National Curriculum Guidelines for courses in the health area. However, it was not possible to observe the policies established by the Ministry of Health in the practice, except in some cases when teachers reported an approach to health services or in specific areas such as the health care of women and children. Further studies are needed, with the inclusion of more teachers and students as well as those courses in which it was not possible to work effectively at that at that time.